Chapter Summary: The Shame of the Nation "Treasured Places"
Chapter Summary
1. What is the significance of the chapter's title?
The significance of this chapter's title is that there are places where the teacher-student relationship is at its highest and most beautiful. The chapter talks of schools that foster an environment where the teacher gets involved with the student's lives and where "students and their teachers still are given opportunities to poke at worms, and poke around into the satisfactions of the uncertainty...."
2. What historical events, terms, ideas, or concepts are mentioned in this chapter that you feel you need to understand more clearly in order to fully appreciate the text?
One obvious concept that needs to be understood to understand the text is "No Child Left Behind." This is important because it is through this mandate that schools put up "rubric charts and numbered standards-listings" that "plaster the walls. Children are intimidated in the modern school atmosphere.
3. What questions does this chapter lead you to ask about public schools in Rhode Island?
This chapter makes me wonder how many schools in Rhode Island foster an environment that can be labeled a "Treasure Place." I know of some teachers that I had in the past that fit the criteria. They were exceptional and it was clear that they loved their profession as much as they loved their students.
4. What questions does this chapter make you ask about current trends, issues, and or reform strategies that are happening currently in American public schools?
Clearly the current mandates of the government are ineffective, but what can be put into place that will supply the best atmosphere possible for children to learn? The current mandates, as I said earlier, intimidate students. So what can be put into place that can further the desire and thirst to learn?
5. If we could ask Rhode Island teachers some questions about school conditions, what might we ask them based on this chapter?
How do the government mandates affect your teaching? How do they affect your relationship with your profession and your students? In your opinion, does "No Child Left Behind" and "Race To The Top" negatively affect education?
6. If we could ask Rhode Island students some questions about school conditions, what might we ask them based on this chapter?
What do you feel makes you not like/want to learn? When did the desire to be rid of school first start to be harbored?
Chapter Summary
1. What is the significance of the chapter's title?
The significance of this chapter's title is that there are places where the teacher-student relationship is at its highest and most beautiful. The chapter talks of schools that foster an environment where the teacher gets involved with the student's lives and where "students and their teachers still are given opportunities to poke at worms, and poke around into the satisfactions of the uncertainty...."2. What historical events, terms, ideas, or concepts are mentioned in this chapter that you feel you need to understand more clearly in order to fully appreciate the text?
One obvious concept that needs to be understood to understand the text is "No Child Left Behind." This is important because it is through this mandate that schools put up "rubric charts and numbered standards-listings" that "plaster the walls. Children are intimidated in the modern school atmosphere.3. What questions does this chapter lead you to ask about public schools in Rhode Island?
This chapter makes me wonder how many schools in Rhode Island foster an environment that can be labeled a "Treasure Place." I know of some teachers that I had in the past that fit the criteria. They were exceptional and it was clear that they loved their profession as much as they loved their students.4. What questions does this chapter make you ask about current trends, issues, and or reform strategies that are happening currently in American public schools?
Clearly the current mandates of the government are ineffective, but what can be put into place that will supply the best atmosphere possible for children to learn? The current mandates, as I said earlier, intimidate students. So what can be put into place that can further the desire and thirst to learn?5. If we could ask Rhode Island teachers some questions about school conditions, what might we ask them based on this chapter?
How do the government mandates affect your teaching? How do they affect your relationship with your profession and your students? In your opinion, does "No Child Left Behind" and "Race To The Top" negatively affect education?6. If we could ask Rhode Island students some questions about school conditions, what might we ask them based on this chapter?
What do you feel makes you not like/want to learn? When did the desire to be rid of school first start to be harbored?